Abstract
Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influence of the author’s program of non-educational content, “Reflexion 1”, on the formation of reflexive actions in solving problems for children aged 9 years. Thirty-two classes were conducted (once a week, outside school hours) with the experimental group of students from September to May, according to the specified program. The results show that the lessons in the “Reflexion 1” program contribute to a significant increase in the number of children aged 9 years with substantial reflexive actions in solving problems.
Highlights
The acceleration of scientific and technical progress requires the upgrading of professional skills for specialists
One of the research frameworks related to the study of metacognitive skills studies their role as conditions for increasing the effectiveness of school instruction in different classes and for different school subjects
Psychologists study the importance of metacognitive skills in teaching in primary school: the positive role of metacognitive skills for understanding scientific texts in the primary school has been researched [6], and the effectiveness of metacognitive intervention for solving mathematical problems has been shown for third graders [7]
Summary
The acceleration of scientific and technical progress requires the upgrading of professional skills for specialists. The importance of metacognitive skills in teaching mathematics in high school has been studied: the important role of metacognitive learning for the comprehension of eighth-graders’ graphs in the development of mathematical content has been described [8], and the positive impact of the metacognitive training of eighth-graders on mathematical thinking and mathematical reasoning has been noted [9] This area includes research that develops the knowledge of metacognitive skills that contribute to the self-control of students in the development of the content of conceptual texts [10], Behav. The aim of the study, in accordance with the original idea, was to study the influence of the program “Reflexion 1” on the formation of meaningful reflexive actions (related to problem solving) For this purpose, two groups of students were compared. At the end of the school year, the second contingent will contain more students who are able to perform meaningful reflexive actions in solving problems of a search nature than the first contingent
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